Comparing Meaning and Tone: The Fall of Saigon in Fiction and Informational Text
Explain What is happening in the photograph. What are they doing and for what reasons?
Review of learning targets
Read the last two stanzas of “Saigon is Gone” on page 69.
Based on what we read in “The Vietnam Wars” article (p. 13), why is the news that Saigon is gone something that no one wants to hear?
Key Standards Supported
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figurative language, including similes and metaphors, in context.
Recognize and explain the meaning of common idioms, adages, and proverbs.
Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.